text:
Die Shimushu-Klasse () war eine Klasse von Geleitschiffen (Kaibōkan) der Kaiserlich Japanischen Marine, welche im Zweiten Weltkrieg zum Einsatz kamen. Die japanische Marine bezeichnete die Schiffe auch als Typ-A-Klasse (jap. , Kō-gata kaibōban).

Entwicklungsgeschichte und Bau
Die Entwicklung der Shimusha-Klasse und damit der der Kaibōkan geht auf den Londoner Flottenvertrag von 1930 zurück. Dieser führte zu Beschränkungen beim Bau von Zerstörern (siehe Hatsuharu-Klasse) und ließ die japanische Marine sofort nach Wegen zur Umgehung suchen. Eine Möglichkeit war der Bau von Schiffen mit 600 oder 2000 Long ton, nicht mehr als vier Geschützen mit über 76 mm, keinen Torpedos und einer Geschwindigkeit von maximal 20 Knoten.
Die Marine beschloss daher diese Möglichkeit zu nutzen und nützliche Patrouillenfahrzeuge zu erhalten, welche als Hauptaufgabe Wachdienst und Fischereischutz im Gebiet der Kurilen durchführen sollten. Dies hätte dann wertvolle Zerstörer für wichtige Einsätze frei gemacht. Als Nebenaufgabe wurde eine Verwendung als Minensucher und als Sicherung für Konvois geplant.
Der Entwurf wurde erstmals nicht von der Marine selbst entwickelt – wie sonst bei größeren Kriegsschiffen üblich, womit auch die Vergabe von Namen anstatt von Nummern verbunden war – sondern an Mitsubishi vergeben. Es wurde erhofft damit ein einfaches Design zu erhalten, aber Mitsubishi entwickelte einen relativ komplexen Entwurf, welcher nicht für die Sektionsbauweise geeignet war und damit die Bauzeiten erhöhte. Da es sich aber aus Sicht der Kaiserlich Japanischen Marine um kein wichtiges Projekt handelte, wurde es so genehmigt. Dies wurde zum Problem, als die Shimushu-Klasse zum Basisentwurf der U-Bootabwehrschiffe der Marine im Pazifikkrieg wurde und eine kurze Bauzeit unerlässlich wurde.

Aus haushaltstechnischen Gründen und der niedrigen Priorität, war es nicht möglich, die vier Einheiten der Klasse vor dem 3. Kreis-Bauprogramm (Maru 3 Keikaku) von 1937 zu genehmigen. Die Bauausführung wurde an zwei private und eine Marinewerft vergeben, welche die Bauaufträge bis Anfang 1941 abschlossen.

Etorofu-Unterklasse

Die vierzehn zur Etorofu-Klasse (), oder auch modifizierte Typ A-Klasse, gehörenden Einheiten, wurde im Rahmen des Schnellbauprogramms (Maru Kyū Keikaku) von 1941 zusammen mit sechzehn Einheiten der Mikura-Klasse bestellt. Dies erfolgte, da die Marine der Sicherung von Versorgungskonvois im Zuge des aufkommenden Krieges mehr Aufmerksamkeit schenkte. Die Tatsache, dass die Japaner der Meinung waren, dass die Bereitstellung von weiteren 30 Sicherungseinheiten ausreichen würde um ihren Seehandel zu schützen, ist verwunderlich. Insbesondere angesichts des U-Boot-Krieges welcher im Atlantik zwischen der deutschen Kriegsmarine und der britischen Royal Navy geführt wurde.
Ebenso unverständlich sind die Charakteristika der hauptsächlich für Konvoisicherung bestimmten Klasse. Da mit der Produktion so schnell wie möglich begonnen werden sollte, wurde die Shimusha-Klasse als Basis genommen und mit Vereinfachungen gebaut. Aber der Entwurf blieb für die Massenproduktion zu komplex und die innewohnenden Schwächen, wie zu geringe Geschwindigkeit und mangelnde U-Jagdbewaffnung, wurden nicht behoben.

Liste der Schiffe

Technische Beschreibung

Rumpf
Der Rumpf eines Bootes der Shimushu-Klasse war 77,7 Meter lang, 9,1 Meter breit und hatte bei einer Standardverdrängung von 874 Tonnen einen Tiefgang von 3,05 Metern. Bei den Einheiten der Etorofu-Klasse erhöhte sich die Verdrängung auf 884 Tonnen.

Antrieb
Der Antrieb erfolgte durch zwei Dieselmotoren mit welcher eine Gesamtleistung von 4.200 PS (3.089 kW) erreicht wurde. Diese Leistung wurde an eine Welle mit einer Schraube abgegeben. Die Höchstgeschwindigkeit betrug 19,7 Knoten (36,5 km/h).
Es konnten 120 Tonnen Dieselkraftstoff gebunkert werden, was zu einer maximalen Fahrstrecke von 8.000 Seemeilen (14.816 km) bei 16 Knoten führte.

Besatzung
Die Besatzung hatte eine Stärke von 150 Mann.

Bewaffnung

Artillerie
Bei Indienststellung bestand die Hauptbewaffnung aus drei 12-cm-Geschützen mit Kaliberlänge 45 des Typ 3. Diese konnten eine 20,4 Kilogramm schwere Granate bis zu 15 Kilometer weit schießen und waren in drei Einzellafetten verbaut. Diese Mittelpivotlafetten verfügten über einfache Schilde, welche dem Splitterschutz dienten, und hatten ein Gewicht von 8,9 Tonnen. Sie waren in der Mittschiffslinie, eines auf der Vordeck und zwei achtern – eines auf dem Oberdeck und eines auf dem Decksaufbau überhöht – aufgestellt und stammten von außer Dienstgestellten oder zu Patrouillenbooten umgebauten älteren Zerstörern.

Flugabwehr
Zur Flugabwehr standen vier 2,5-cm -Maschinenkanonen des Typ 96 in Doppellafette zur Verfügung, welche auf einer Plattform beidseitig der Brücke aufgestellt waren. Die 2,5-cm-Maschinenkanonen verschossen im Einsatz rund 110 bis 120 Schuss pro Minute, die effektive Reichweite lag bei etwa 3 Kilometern bei 85° Rohrerhöhung. Die 1,1 Tonnen schwere Doppelfafette war um 360° drehbar und hatte einen Höhenrichtbereich von −10° bis +85°.

Bedingt durch die starken alliierten Luftstreitkräfte während des Pazifikkriegs kam es zu einer Verstärkung der Flugabwehrbewaffnung mit 2,5-cm-Geschützen. Dafür wurde eine zusätzliche Drillingslafette vor der Brücke auf einer Plattform aufgestellt und zwischen Schornstein und achterem Mast wurden zwei Plattformen installiert welche ebenfalls Drillingslafetten trugen. Mit den durch Drillingslafetten ersetzten Doppellafetten beiderseits der Brücke befanden sich nun fünfzehn 2,5-cm-Geschütze an Bord.

U-Jagdausrüstung
Die U-Jagdbewaffnung bestand aus einem Wasserbomben-Werfer auf dem Achterdeck für 18 Wasserbomben. Die Anzahl der mitgeführten Wasserbomben erhöhte sich ab 1942 auf 36 und 1944 auf 60 Ladungen. Des Weiteren wurde auf der Brücke ein 81-mm-Mörser installiert.

Sensoren

Radar
Die Ausstattung mit Funkmesstechnik (Radar), eingerüstet im Laufe des Krieges, bestand aus einem Typ 22 Radargerät. Dieses zur Seeraumüberwachung und Feuerleitung fähige System, welches aus einem Doppelhorn – eines zum Senden und eines zum Empfangen – bestand, war im Hauptmast hinter der Brücke verbaut. Es arbeitete mit einer Wellenlänge von 10 cm und hatte eine Sendeleistung von 2 kW. Des Weiteren zur Luftraumüberwachung ein Gerät des Typ 13, welches über eine lange Leiterantenne verfügte, die ebenfalls im Hauptmast montiert war. Dieses Radargerät konnte eine Gruppe von Flugzeug in bis zu 100 Kilometer und ein einzelnes Flugzeug in bis zu 50 Kilometer orten. Es arbeitete mit einer Wellenlänge von 100 cm und hatte eine Sendeleistung von 10 kW.

Sonar
Zur Suche nach U-Booten war ein Echoortungssystem des Typs 93 und einem Hydrophon-Set vom Typ 93 eingerüstet. Dieses Hydrophon-Set bestand aus zwei Gruppen zu je acht Sensoren, eine Gruppe auf jeder Schiffsseite.

Literatur

Weblinks

 Kanonen- und Patrouillenboote auf ww2technik.de

Einzelnachweise

Militärschiffsklasse (Japanisches Kaiserreich)
Patrouillenbootsklasse
Sloopklasse


text:
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namespace zamnuts\EANAPIClient\Common\SupportModels;

class EANHotelFeeBreakdown extends EANAbstractGroup {

	/**
	 * @var string
	 */
	protected static $ROOT = 'HotelFeeBreakdown';

	/**
	 * @var string
	 */
	public $unit;

	/**
	 * @var string
	 */
	public $frequency;

	/**
	 * @var string[]
	 */
	protected static $attributeMap = array(
		'unit' => 'string',
		'frequency' => 'string'
	);

	/**
	 * @param EANHotelFeeBreakdown $supportModel
	 * @return EANHotelFeeBreakdown
	 */
	public static function cast($supportModel) {
		return $supportModel;
	}

}

redpajama_set_name: RedPajamaGithub


Although cell phone radiation is the subject of most articles accessed from this page, the facts presented in articles and papers published between 1993 and 2008 are relevant for all wireless products and networks. They are listed in descending chronological sequence for the time frames appearing below. Click a time period to review selected articles published within the dates shown.
NOTE: Aegis has not participated in the creation of these articles, nor do they represent a specific position, opinion, or endorsement of a position, opinion or conclusion by Aegis Corporation.


New York: A.S. Barnes, 1951. Fine/Very Good. Jubilee edition. Fine in a modestly worn, very good or better dustwrapper. Inscribed by Turkin: "To Joe DiMaggio Who is great even without a bat, ball or glove in his hand. Hy Turkin. April 5, 1951." DiMaggio, who is of course cited frequently in the book, announced his retirement from baseball eight months later. With letter of provenance signed by DiMaggio's two granddaughters.
New York: A.S. Barnes and Company, 1956. Very Good. Revised edition. Lightly worn, top edge stained, very good without dustwrapper. Ownership signature of sportswriter and columnist David R. Condon of the Chicago Tribune. Condon has had this copy Signed by 25 major league baseball players including nine Hall of Famers: Casey Stengel, Phil Rizzuto, Mickey Cochrane, Luke Appling, Edd Roush, Ted Lyons, Ray "Cracker" Schalk, Ed Walsh and Red Faber. Other players who have signed by their entries in the Encyclopedia are Walker Cooper, Emil Verban, Eddie Lopat, Rip Collins, Johnny Rigney, Jimmy Archer, Donie Bush, Bob Coleman, John Cooney, Lou Fiene, Snipe Hansen, Hub Hart, Tony Piet, Charlie Silvera, Eddie Stack and Milkman Jim Turner. A nice accumulation of signatures before collecting baseball autographs became an industry.
New York: A.S. Barnes and Co, 1951. Cloth. Collectible; Very Good/Very Good. WARMLY INSCRIBED IN YEAR-OF-PUBLICATION BY THE GREAT DIZZY DEAN on the front free endpaper. A handsome copy to boot of the 1951 1st thus, which is also the Jubilee edition and first 1 volume edition. Solid and VG (with pronounced offsetting --and very light chipping-- at the endpapers) in a bright, price-clipped, VG dustjacket, with light chipping at the spine ends. Thick octavo, 618 pgs. Baseball's reference book of note of the period.
The Official Encyclopedia of Baseball: Jubilee Edition.
Turkin, Hy and S.C. Thompson.
New York. : A.S. Barnes. , 1951. . Hardcover, brick cloth, yellow titles. . Endpapers lightly foxed, otherwise near fine in a very good price-clipped dust jacket with some chipping to spine head. . 4to..
Condition: Endpapers lightly foxed, otherwise near fine in a very good price-clipped dust jacket with some chipping to spine head.
New York: A.S. Barnes, 1968. Fine/Near Fine. Fourth revised edition. Fine, slight foxing to the foredge, in a near fine dustwrapper with chipping to the spine and flap folds and a few short tears.
New York: A.S. Barnes, 1963. Near Fine/Near Fine. Third revised edition. Top edge of spine chewed, water staining to the lower board, else near fine in a very good plus dustwrapper with matching chewing and staining, plus some minor chipping to the tail of the spine.
New York: A.S. Barnes, 1972. Near Fine/Near Fine. Sixth revised edition. Near fine in a near fine, price-clipped dustwrapper with minor soiling and a tape repair to the front panel.
New York: A.S. Barnes, 1972. Near Fine/Near Fine. Sixth revised edition. Near fine in a near fine dustwrapper with minor soiling.
New York: A.S. Barnes, 1963. Fine/Very Good. Third revised edition. Upper corners of boards and pages are faintly waterstained, otherwise fine in a very good, lightly rubbed dustwrapper.
New York: A.S. Barnes, 1963. Fine. Third revised edition. Spine a touch faded, else fine, lacking the dustwrapper.
1977. VG+/VG+. Revisions by Pete Palmer. 9th revised edition. 668 pp. Oversized hardback..
New York: A.S. Barnes, 1970. Fine/Near Fine. Fifth revised edition. Fine in a near fine dustwrapper with a short edge tear.
New York: A.S. Barnes, 1970. Fine/Very Good. Fifth revised edition. Fine in a very good plus, lightly rubbed dustwrapper with a bit of spotting over the spine and edges.
New York: A.S. Barnes, 1963. Near Fine/Good. Third revised edition. Near fine, bumping to the corners of the boards, the top of the spine slightly chewed, in a dustwrapper with a number of tears and the four corners of the front panel missing.
New York: A.S. Barnes, 1951. Near Fine. Jubilee edition. Near fine, with light soiling to the boards, minor rubbing to the corners, faint foxing to the endpapers and pastedown, lacking the dustwrapper.
New York: A.S. Barnes, 1974. Near Fine/Near Fine. Seventh revised edition. Near fine in a near fine dustwrapper with minor rubbing.
New York: A. S. Barnes and Company, 1956. Fine. Revised edition. Hardly visible rubbing to the boards, else a fine copy lacking the dustwrapper.
New York: A.S. Barnes and Co, 1959. Hardcover. Very Good. Very good. Hardcover, rubbed at spine ends and corners, cover and foredges lightly soiled, writing on front endpaper. Please Note: This book has been transferred to Between the Covers from another database and might not be described to our usual standards. Please inquire for more detailed condition information.
TURKIN, Hy and Thompson, S.C.
hardcover. illus. 620pp. 4to, cloth. N.Y., (1951).
The Official Encyclopedia of Baseball.
Turkin, Hy and S. C. Thompson.
South Brunswick and New York: A. S. Barnes, (1970).. Bookplate, small part on bottom torn away, Very Good, in Very Good Dust Jacket with minor edge tears and edge wear. . Very Good. Hardcover. Fifth Revised Edition. 1970.
A.S. Barnes. Used - Good. Ships from Reno, NV. Shows some signs of wear, and may have some markings on the inside. 100% Money Back Guarantee. Shipped to over one million happy customers. Your purchase benefits world literacy!
The Official Encyclopedia of Baseball: 3rd Revised Edition.
turkin, Hy & S.C. Thompson.
Barnes, 1962., 1962. First printing. 625 pp., photos, stats, thick 8vo, card covers. VG with wear to covers, spine creased.. 1st. Paperback. Very Good.
NY: A. S. Barnes and Co Book. Very Good. Hardcover. Third Revised Edition. 3rd revised edition. Hardcover, with dustjacket, 625 pages. Baseball statistics, all-time register, lifetime records, more than 10,000 player's averages. Statistics thru the 1962 season. Condition: Very good in a chipped dustjacket. Sports..
Doubleday, 1979. Paperback. As New. Disclaimer:An apparently unread copy in perfect condition. Dust cover is intact; pages are clean and are not marred by notes or folds of any kind.
A.S. Barnes. Good+ in Very Good dust jacket. 1970. Hardcover. Front loose endpaper torn out .
Barnes, 1962. Used - Acceptable. Acceptable condition. Writing inside.
Doubleday. Used - Good. Good condition.


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text:
Nationwide reverses Buy-to-Let lending decision
Last Wednesday we discussed how the future of the buy-to-let lending sector was changing, especially due to the fact that Nationwide – one of the biggest lenders for buy-to-let landlords – had officially stated that they would no longer be offering their services to landlords with tenants that receive housing benefits. It was believed that the building society made the decision in order to protect themselves against the upcoming welfare reforms, which many believe will cause tenants who receive housing benefits to fall into rental arrears. Unless landlords are protected by a landlord insurance policy with rent guarantee insurance, failure to pay rent by tenants could lead to landlords defaulting on their mortgage repayments.
However, due to public criticism over their decision, Nationwide has declared that they are to reverse their decision, and that their buy-to-let lending subsidiary The Mortgage Works will continue to do business with landlords who have tenants that receive housing benefits. Discussing this new decision, the group's mortgage director, Richard Napier said: "The clarification of our terms and conditions, which took place last December, brought The Mortgage Works into line with several other Buy-to-Let lenders. This will now be removed."
"The Buy-to-Let sector is very important to us. We have listened to concerns that have been expressed by some of our customers, over the last few days, and believe this is the right way forward for The Mortgage Works, for landlords and for their tenants." This new decision has been praised by many members of the private rented sector, including Richard Lambert, chief executive officer for the National Landlords Association (NLA), who said: "There is a great deal of demand from tenants in receipt of housing allowance and if the private-rented sector doesn't help to support housing provision, many tenants will be left homeless."
Even though there are other lenders which still offer mortgages to landlords with tenants that receive housing benefits, such as Manchester Building Society, Keystone, Paragon and The Mortgage Trust, The Mortgage Works currently dominates the market with a share of around twenty per cent. However, the amount of landlords who are happy to let properties to those who receive housing benefits has also decreased due to the upcoming welfare reforms, and last year there was a six per cent drop between quarter three and quarter four.
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redpajama_set_name: RedPajamaCommonCrawl


text:
Elders deepen tragedy of state's suicide rate
Marshall Allen and Alex Richards
Sunday, Aug. 5, 2007 | 1:13 a.m.
The suicide rate among elderly Nevadans is nearly three times the national average, according to a Sun analysis of government mortality figures - a statistic that raises more speculation and questions than answers.
Nevada has long been known to have the highest suicide rate in the country, about twice the national average. Most striking within that data, the Sun found, was that the state also ranks first in the nation by an even larger margin in the number of elder suicides, based on data provided by the Centers for Disease Control and Prevention.
The possible reasons, experts speculate: Nevada's elderly are more lonely and more addicted to gambling than their peers in other states, and have fewer resources to help them cope.
The Centers for Disease Control registers every American death since the 1950s, providing such details as location, cause of death and general demographic information about the deceased.
From 1999 to 2004, the suicide rate among people older than 75 in Nevada was 48 per 100,000, compared with a national average of 17 per 100,000. Wyoming is the second highest ranking state in the same age range, with a rate of 40 per 100,000.
"(Elder suicide) is certainly something that's on our mind because of the fragile nature of some of the seniors we deal with," said Marilyn Wills, director of the Nevada Division of Aging Services. "We find many of the seniors here are pretty isolated from family and friends."
Las Vegas is one of the most transient places in the nation, and many seniors may have moved to the city to be near family, only to have them move away, Wills said. Or, a person may have moved here with a spouse who later passed away. Many seniors have no family in the area, and don't have the health or resources to make friends, Wills said. That isolation leads to depression, which correlates with poor self care and health problems, she said.
The CDC data has limitations. It says what happened, but doesn't explain why people kill themselves. And there can be variances based on human error and the way states and individual coroners classify causes of death.
Nevada experts cite many factors that contribute to suicide, including terminal illness, financial strain, isolation and gambling - all exacerbated in Nevada by a scarcity of mental health resources. But there is rarely a discernible single reason people commit suicide.
"The biggest challenge with suicide research is that the people you really want to talk to are dead," said Matt Wray, a UNLV sociologist who specializes in the study of suicide.
The Sun's analysis revealed other characteristics of suicide in Nevada.
Dorothy Bryant, director of the Suicide Prevention Center of Clark County, said some out-of-towners commit suicide here because it gives them notoriety back home, and others are intent on killing themselves but first want to go on a gambling binge or pursue other indulgences.
Public policy conversations about elder suicide are hampered by social stigma and age discrimination, said Laurie Moore, director of the Senior Mental Health Outreach Program. She said that because suicide seems more acceptable at an older age, there is less compunction to take action to stop it than with suicides among young people, when the event is widely considered to be very tragic.
And yet "there's a lot of pain behind those numbers," Moore said of the senior suicide rate.
Nevada's rapid growth and its underdeveloped mental health infrastructure also contribute to the problem, said Moore. It can take three months for an uninsured person to get an appointment with a psychiatrist, another expert said.
On July 23 Senate Majority Leader Harry Reid, D-Nev., introduced the Stop Senior Suicide Act to establish grants for elder suicide prevention and to improve mental health efforts. Reid, whose father killed himself, said in an e-mail to the Sun that the problem demands a response because "it affects everybody - family members, friends, the entire community."
Gambling is part of the fabric of Nevada and research has shown that gambling addiction is a contributing factor to suicide, researchers say. Wray, who is on a two-year fellowship at Harvard University, said addictive gambling among senior citizens is part of the suicide problem.
Research by Paul D. Shapiro, a former UNLV professor who teaches sociology at Georgia Southwestern State University, helps quantify problem gambling among senior citizens, which could help explain Nevada's high rate.
The study randomly surveyed 449 Clark County residents older than 55 to find their risk of problem gambling behavior. More than a third said they gambled for recreation and one in four moved to Las Vegas, in part, to gamble, the study showed.
The study also revealed that 13 percent of seniors were at risk of problem gambling in the past year. Risk factors included having trouble at work because of gambling, breaking up with a partner because of gambling, gambling to forget problems and writing bad checks or stealing money to gamble. Two percent of senior citizens surveyed were shown to be problem gamblers in the past year, and 2 percent more were considered pathological gamblers.
UNLV'S Wray said that as Nevada's population continues to age, it is incumbent to better understand what is causing such a proportionately high number to kill themselves.
The answers for now are elusive, he said.
"We don't know why there's a higher rate of suicide among seniors in Clark County, and yet we are holding the door wide open and saying 'Come on down,' " Wray said. "We should look more carefully. Is there something toxic, or lethal, about the environment? Or are we attracting seniors who are predisposed to suicide?"


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After training in Dunedin, Ciandra returned to Wellington where she has been practicing medicine for the past 19 years. The last 11 in the Seatoun and Miramar area, where she enjoys the variety of patients seen and the privilege of sharing people's journeys. She juggles work and running the practice with the demands of 3 school age children, sometimes resulting in oddly timed follow up patient phone calls. To keep balanced she enjoys morning walks and yoga as well as reading for relaxation.
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Thilo joined the practice in April 2015. He is from Bavaria in Germany and has been living in New Zealand for eight years. Prior to doing his GP training he was a paramedic with St John in Germany. He has 13 years post graduate experience in anaesthetics, intensive care and paediatrics.
Thilo has special interests in minor surgery, paediatrics and allergy medicine.
Thilo consults Mondays to Thursday, with half days on Tuesdays and Wednesdays.
Luke graduated with his MBChB from Otago in 2012. He has been working at Miramar Medical Centre since 2016. He previously worked at Gisborne Hospital and then completed research published in Nutrition & Diabetes.
Luke is a member of the American College of Lifestyle Medicine and the Australasian Society of Lifestyle Medicine. He is the first New Zealander to be Board Certified by the International Board of Lifestyle Medicine.
He also has a background in psychology, completing a Bachelor's degree at Victoria and Master's at Otago before training in medicine. He grew up in Newtown, moving to Hataitai while at Rongotai College.
He has special interests in plant-based nutrition and lifestyle medicine - the use of therapeutic lifestyle changes to treat, prevent and reverse disease.
In his spare time he likes to talk about food, eat food, and taste wine.
Aimee is the newest member of the team, having joined the practice in Dec 2017. Originally from the Waikato, she moved south to train at the University of Otago, and has since settled in Wellington. She enjoys the diversity of general practice, and has particular interests in children's and women's health. Aimee consults on Mondays, Wednesdays, Thursday mornings and Friday afternoons.
A New Zealand Registered Nurse, Vivienne has worked at Miramar Medical Centre for 14 years. She enjoys developing relationships with patients, and the ongoing involvement with them from newborn to teenagers and beyond. Vivienne is a smear taker.
A New Zealand Registered Nurse with a post qualification Diploma in Community and Occupational Health. Janine has been at Miramar Medical Centre for two years, and has a passion for management of sports injuries and health promotion/education.


text:
APA Monitor: 3 questions for Robert Kinscherff
A spike in gun violence during the pandemic speaks to the urgent need for a comprehensive public health approach to prevention
Dr. Robert Kinscherff (Photo: Rebecca Corke)
For major cities across the country, 2020 was a deadly year not only because of the pandemic but because of dramatic increases in gun violence. The roots of this problem, according to Dr. Robert Kinscherff, professor of Clinical Psychology and a faculty member in the Doctoral Clinical Concentrations in Forensic Psychology and Children and Families of Adversity and Resilience (CFAR), lie in the way we view gun violence.
"America does not have a single gun violence problem," Kinscherff told the APA Monitor on Psychology. "It has different gun violence problems that impact different groups of people differently. Until we recognize this, our efforts to limit gun death and injury are unlikely to be very effective."
Kinscherff, a forensic and clinical psychologist and an attorney, is a leading voice among those advocating for a comprehensive and nuanced public health approach to addressing and preventing gun violence. He was interviewed for an article in the APA Monitor January-February 2021 issue, where he discussed how such an approach could lead to a dramatic reduction in gun violence now and in the future.
"There's a growing recognition that the same social determinants that drive outcomes for physical and behavioral health also drive gun violence," Kinscherff told the Monitor.
In addition to his academic appointments at William James College, Kinscherff is Associate Vice President for the College's Department of Community Engagement. He previously served as chair of the American Psychological Association Gun Violence Policy Review Task Force.
Kinscherff discussed his research on violence risk assessment and management and other factors related to addressing gun violence in the United States on the main stage at APA 2019.
Read the full Monitor article, "3 questions for Robert Kinscherff," on the APA website.
Dr. John D'Auria Speaks with "Research Minutes" Podcast
Parents Magazine Highlights Asian Mental Health Parent Guide
William James College Again Recognized for Low Default Rate
Dr. Jenny D'Olympia Speaks with Mass Air National Guard's 102nd Intelligence Wing Podcast
Dr. Robert Kinscherff Interviewed by "Kids Imprisoned" Project
AICUM Insight: Mental Health on College Campuses
What is Chemo Brain?


text:
Alburnus sarmaticus és una espècie de peix de la família dels ciprínids i de l'ordre dels cipriniformes.

Morfologia
Els mascles poden assolir els 24 cm de longitud total.

Distribució geogràfica
Es troba a Europa: Ucraïna, Romania, Croàcia i Eslovènia.

Referències

Bibliografia

 Freyhof, J. & Kottelat, M. 2007. Review of the Alburnus mento species group with description of two new species (Teleostei: Cyprinidae). Ichthyological Exploration of Freshwaters, 18 (3): 213-225.

 McAllister, D.E., 1990. A working list of fishes of the world. Copies available from D.E. McAllister, Canadian Museum of Nature, P.O. Box 3443, Ottawa, Ontàrio K1P 6P4, Canadà. 2661 p. plus 1270 p. Index

sarmaticus

redpajama_set_name: RedPajamaWikipedia


Timaya has announced the release of a new extended play dubbed Chulo Vibes.
The singer made this reveal via Instagram with the project's official tracklist and a caption that suggests the EP would drop in four days (February 8).
The 9-track project which houses vocal contributions from Burna Boy, Tanzanian singer Alikiba and dancehall artiste, Machel Montano from Tobago would be a follow-up to his 2014 Epiphany album.
Chulo Vibes has been led by his new single, Balance which was released on Friday (February 1).
The post Timaya's Forthcoming 'Chulo Vibes' EP Will Feature Burna Boy | See Tracklist appeared first on Nigerian Entertainment Today.
Street Love: How Many Vowels Are In "Big Brother Naija"?


Printed or plain, highly comfortable and flexible pants suitable for your fitness and everyday use. Perfect for any workout, either at the gym, at the yoga studio or outdoors! Look good in these awesome stylish leggings and capri pants!


2 Bedroom House Plans With Bonus Room - The house is a reflection of the individual's own self. It's the mirror of a person's personality and of his likes and dislikes. For instance, you can obviously see that an individual is meticulous and has an obsessive compulsive personality when everything in and out of his home are neatly arranged and fixed and when color schemes and patterns are adopted. On the other hand, you can see that an individual cares much less in taking care of his home when stuff aren't arranged, the decorations are a mess and when the homely house appears to be unplanned.
For instance, if you plan to start a grouped family, you will likely want a place that delivers more room then. After all, you certainly are a growing family members so you do not desire to be trapped in a location that will be too small to hold you. And a bunch of cramped people does not usually make for the most pleasant living situation either. You can choose to choose country French house plans that have more available space. To start with, maybe you will use those extra areas as an workplace or a den, nevertheless, you can convert them as you have significantly more children. If you plan on living alone or with a spouse or partner just, you might enjoy something a little smaller. Then you will not have as many spaces to clean, decorate and look after - that may reduce a few of the stress.
19 Photos of "plan 51742hz: 3 bed acadian home plan with bonus over garage & 2 Bedroom House Plans With Bonus Room"
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text:
Judith E. Smith
» Author & Teacher «
Becoming Belafonte
Visions of Belonging
Appearances & Media
History, American Studies, and African American Studies, Stanford University, April 19, 2017
African American Studies and Film and Media Departments, University of Oklahoma, February 7, 2017
Barnes and Noble Bookstore at Johns Hopkins University, August 2, 2016
Oakland Octopus and Literary Salon, July 9, 2016
History Seminar, University of Illinois Chicago, March 2, 2016
Herbert H. Lehman Center for American History, Columbia University, October 14, 2015
American Studies, University of Kansas, April 23, 2015
American Studies and African and Afro-American Studies, Brandeis, March 19, 2015
Panel on Black Entertainers and NYC History, Gotham Center for NYC History at CUNY Graduate School, February 24, 2015
African American Studies and History, UCLA, November 10, 2014
Harvard Book Store and Hutchins Center for African and African American Research, Cambridge, MA October 24, 2014
Institute of North American Studies, Kings College, London, January 20, 2014
African American Studies, Yale University, October 7, 2014
Featured in PopMatters, October 2016
Featured as a "Top Book of 2015″ by NewsOne, December 2015.
NewsOne television interview, August 4, 2015
Radio interview on Roland Martin Reports, August 5, 2015 (begins at 21:00)
Featured in hip hop artist Talib Kweli's book club
"Biography," Times Literary Supplement, March 17, 2015
"Negli USA La Biographia Dell'Artista: Essere Belafonte Musica & Diritti"[In the USA The Biography of the Artist Becoming Belafonte Music and Rights] Il Secolo XIX [Genoa Italy] , January 19, 2015
Listed on Hollywood Reporter's Top Ten Music Books for 2014
Featured in Boston Globe, "New England Literary News," December 14, 2014
Featured in Ebony, "A Story To Tell," December 1, 2014
Radio interview with Judith Smith on Commonwealth Journal, November 19, 2014
Featured on "Holiday Gift Guide for Music Fans," Milwaukee Express, October 21, 2014
Featured Book of the Month, What's Up Kansas City, October 9, 2014
"O What a Day He Had: How Harry Belafonte Built a Brilliant life of art and activism," Austin [Texas] American –Statesman, September 28, 2014
Judith Smith interview in Kirkus Reviews, posted September 15, 2014


text:
Q: How to space a row with two divs using flex I'm trying to create a row with two divs, the first one taking up 66% and the second div taking up 33% with even space between.
Am I using the flex: 1 and flex: 2 correctly?

    div 1

    div 2

A:

#main{
width:300px;
height:300px;
display:flex;
justify-content:space-between;}

    div 1

    div 2

A: Actually your code seems work for me.
Since i do not know which language you are using, just write plain HTML and CSS:

    div 1

    div 2

redpajama_set_name: RedPajamaStackExchange


PORT-AU-PRINCE, HAITI -- A powerful aftershock, the strongest since last week's devastating earthquake, jolted Haitians awake shortly before dawn Wednesday and sent thousands scurrying into the streets, as a massive international relief effort gained ground and more U.S. troops were dispatched to the ravaged Caribbean nation.
The aftershock came as the Navy hospital ship USNS Comfort dropped anchor off Port-au-Prince and received its first patients from the earthquake zone via helicopter. The jolt collapsed a pier that the Navy had hoped to use to evacuate injured Haitians, officials said.
In Petit Goave, the seaside town closest to the epicenter of the latest tremor, seven buildings collapsed, the U.N. Disaster Assessment and Coordination team reported. But there were no reports of casualties, possibly because most people were sleeping outdoors for fear that new aftershocks would cause their homes to crumble.
In Washington, meanwhile, the Pentagon ordered the deployment of an additional 2,000 Marines to Haiti, further bolstering a force intended to help provide relief and security. The troops were preparing to depart on other missions in the Middle East and Africa when they were diverted to Haiti.
The Navy said a three-vessel group including the USS Nassau amphibious assault ship left Norfolk on Monday on its original mission but was ordered instead to pick up the additional Marines in North Carolina. The Marines are due to head for Haiti as early as Thursday, joining about 11,500 other U.S. military personnel in the country or offshore, including 2,000 Marines who arrived earlier. A unit of those Marines landed Tuesday to help deliver aid.
According to the Washington-based Pan American Health Organization, at least 121 people have been pulled alive from the rubble by international search-and-rescue teams since the Jan. 12 quake, a new record for earthquake rescue efforts, and countless others have been saved by Haitians working with no equipment. But that may have been the easy part, said Jon K. Andrus, PAHO's deputy director.
"Getting food and water and other necessary supplies to the surviving population -- and medical care to injured survivors -- is proving in many ways to be more difficult than digging through damaged buildings to rescue people who were trapped in the ruins and the rubble," Andrus said. He cited the large number of survivors, the weakness of Haiti's transportation and communications systems even before the quake and the diversity of the organizations providing aid.
Shortly after 6 a.m. Wednesday, many people in the area were startled awake by a 5.9-magnitude tremor -- one of the strongest aftershocks since the 7.0-magnitude quake crippled this city eight days ago.
Shrieks rose from the streets of Port-au-Prince as the quake, apparently the first of any great significance in at least four days, hit with a rolling, side-to-side motion that lasted several seconds. Less than 30 seconds later, a cascading roar could be heard across the city, presumably the collapse of another building. Another cry rose toward the sky.
U.S. military divers later went back into the water beneath the city's shaky central pier to gauge how the morning's aftershock had affected the already fractured pilings propping up this potentially vital link. As the French naval vessel Francis Garnier unloaded pallets of bottled water, military engineers watched anxiously to see whether the pier could sustain the weight.
The Comfort could be seen in the harbor but was not being brought into port. Plans were underway to use amphibious landing craft to bring supplies ashore. A Dutch ship with aid was also trying to dock to bring desperately needed relief and help uncork the bottleneck at the congested airport.
The aftershock occurred "in the zone of the original fracture" and was "not unexpected," said John Bellini, a geophysicist at the U.S. Geological Survey. "There are going to be more aftershocks" in the days and weeks ahead, he said. The agency initially calculated the aftershock as 6.1 magnitude but changed it to 5.9 after further analysis. It was the strongest aftershock since a 5.9 temblor was recorded seven minutes after last week's disastrous quake.


text:
US Federal Trade Commission slams a five billion dollars fine on Facebook over privacy violations
Nigerians are poorer now – UN
Ghana added to South Africa's list of visa-free countries
Intruder breaks into Buckingham Palace while Queen Elizabeth was sleeping
An intruder scaled the fence and gained entrance into Buckingham Palace while the Queen slept in her bedroom. Upon gaining entrance, the 22-year-old man...
See Michelle Carter's prison sentence and why she told her boyfriend to kill himself
Ajisebutu Mojisola - July 11, 2019
On July 13, 2014, the body of 18-year-old Conrad Roy III was found dead in his grandfather's pickup truck in the back of a...
Britain's Ambassador to the US, Kim Darroch resigns for allegedly calling the Trump administration...
Britain's Ambassador to the United States, Kim Darroch, has resigned after a series of leaked diplomatic cables revealed he told 10 Downing Street that...
President Trump can't block his critics on Twitter – Federal Court rules
President Donald Trump can't ban critics from his Twitter account, a federal appeals court ruled on Tuesday, saying the First Amendment calls for more...
Instagram announces plan to allow users 'shadow ban' bullies on their accounts
Instagram has announced that its working to root out bullying on its platform with a new tool that effectively allows users to shadow ban...
Lady whose neck dislocates each time she yawns, gets a surgery that won't allow...
An Australian woman whose neck dislocates each time she yawns, has gotten a risky new surgery which came at a huge cost to correct...
Danish Govt to regulate content posted by social media influencers after an Instagram star...
The Danish government has announced they will regulate the content posted by the country's social media influencers after a reality TV and Instagram star...
Woman delivers a healthy baby from the transplanted uterus of a deceased donor in...
In a first for the United States, a clinic has delivered a healthy baby from the transplanted uterus of a deceased donor. ...
There Is No Need To Worry, Merkel Says After Health Scare
Daniel Okechukwu - July 10, 2019
German Chancellor Angela Merkel insisted she was "very well", despite suffering her third trembling spell in less than a month on Wednesday that revived questions about...
Donald Trump hits back at UK ambassador after he called him insecure
Audrey Mike - July 8, 2019
Donald Trump has hit back at Britain's ambassador to the US after he called the President "inept" and "insecure". In memos leaked to the...


A bike ride through Bangkok provides the perfect way to explore Bangkok and combines sightseeing with activity and fun.
The surrounding areas of Bangkok are full of hidden gems and a bike ride across Bangkok is on of the best ways to explore.
There are many Touroperator for Bicycle Tours.
Get off the beaten track and explore Bangkok as you cycle through lane ways, past markets, traditional houses, canals and temples.
Was ist eigentlich ein Backpacker?
Hurgadha – Ägypten zum Bestpreis!
reniak on Kirgistan – Klima und Wetter im Sommer.
reniak on Kirgistan – Religion und Kleidung bei Frauen.
Diese Webseite enthält u.A. auch Links zu Partnern deren Affiliate Program wir unterstützen und nutzen.
Backpackerinsight © 2019. All Rights Reserved.
Made with Love by SFW-Media.


text:
Associations between childhood intelligence and hospital admissions for unintentional injuries in adulthood: The Aberdeen Children of the 1950s study
Debbie A. Lawlor, Heather Clark, David A. Leon
Objectives. We examined associations between childhood intelligence and hospital admissions for injuries in adulthood.
Methods. Data were derived from a cohort study (= 11 103) involving individuals born in Aberdeen, Scotland, between 1950 and 1956.
Results. Overall, 1043 cohort members had at least 1 hospital admission resulting from an unintentional injury over 231152 person-years of risk. There were inverse linear associations between childhood intelligence assessed at the ages of 7, 9, and 11 years and having had a hospital admission stemming from an unintentional injury (gender-adjusted hazard ratio [HR] for a 1-standard-deviation increase in intelligence test score at age 7 years = 0.75; 95% confidence interval [CI] = 0.70, 0.80). These associations were not markedly affected by adjustment for childhood socioeconomic status, maternal age or height, birthweight, or childhood growth. However, they were attenuated after adjustment for educational attainment (HR = 0.85; 95% CI = 0.78, 0.91).
Conclusions. Childhood intelligence is related to hospital admissions for injuries in adulthood, and this relationship is partly explained by educational attainment. The association between childhood intelligence and injury may contribute to the association between childhood intelligence and premature mortality demonstrated in several studies.
https://doi.org/10.2105/AJPH.2005.080168
early-life
10.2105/AJPH.2005.080168
Lawlor, D. A., Clark, H., & Leon, D. A. (2007). Associations between childhood intelligence and hospital admissions for unintentional injuries in adulthood: The Aberdeen Children of the 1950s study. American Journal of Public Health, 97(2), 291-297. https://doi.org/10.2105/AJPH.2005.080168
Associations between childhood intelligence and hospital admissions for unintentional injuries in adulthood : The Aberdeen Children of the 1950s study. / Lawlor, Debbie A.; Clark, Heather; Leon, David A.
In: American Journal of Public Health, Vol. 97, No. 2, 02.2007, p. 291-297.
Lawlor, DA, Clark, H & Leon, DA 2007, 'Associations between childhood intelligence and hospital admissions for unintentional injuries in adulthood: The Aberdeen Children of the 1950s study', American Journal of Public Health, vol. 97, no. 2, pp. 291-297. https://doi.org/10.2105/AJPH.2005.080168
Lawlor DA, Clark H, Leon DA. Associations between childhood intelligence and hospital admissions for unintentional injuries in adulthood: The Aberdeen Children of the 1950s study. American Journal of Public Health. 2007 Feb;97(2):291-297. https://doi.org/10.2105/AJPH.2005.080168
Lawlor, Debbie A. ; Clark, Heather ; Leon, David A. / Associations between childhood intelligence and hospital admissions for unintentional injuries in adulthood : The Aberdeen Children of the 1950s study. In: American Journal of Public Health. 2007 ; Vol. 97, No. 2. pp. 291-297.
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abstract = "Objectives. We examined associations between childhood intelligence and hospital admissions for injuries in adulthood.Methods. Data were derived from a cohort study (= 11 103) involving individuals born in Aberdeen, Scotland, between 1950 and 1956.Results. Overall, 1043 cohort members had at least 1 hospital admission resulting from an unintentional injury over 231152 person-years of risk. There were inverse linear associations between childhood intelligence assessed at the ages of 7, 9, and 11 years and having had a hospital admission stemming from an unintentional injury (gender-adjusted hazard ratio [HR] for a 1-standard-deviation increase in intelligence test score at age 7 years = 0.75; 95% confidence interval [CI] = 0.70, 0.80). These associations were not markedly affected by adjustment for childhood socioeconomic status, maternal age or height, birthweight, or childhood growth. However, they were attenuated after adjustment for educational attainment (HR = 0.85; 95% CI = 0.78, 0.91).Conclusions. Childhood intelligence is related to hospital admissions for injuries in adulthood, and this relationship is partly explained by educational attainment. The association between childhood intelligence and injury may contribute to the association between childhood intelligence and premature mortality demonstrated in several studies.",
keywords = "early-life, mortality, health, IQ",
author = "Lawlor, {Debbie A.} and Heather Clark and Leon, {David A.}",
doi = "10.2105/AJPH.2005.080168",
journal = "American Journal of Public Health",
publisher = "American Public Health Association Inc.",
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T2 - The Aberdeen Children of the 1950s study
AU - Lawlor, Debbie A.
AU - Clark, Heather
AU - Leon, David A.
N2 - Objectives. We examined associations between childhood intelligence and hospital admissions for injuries in adulthood.Methods. Data were derived from a cohort study (= 11 103) involving individuals born in Aberdeen, Scotland, between 1950 and 1956.Results. Overall, 1043 cohort members had at least 1 hospital admission resulting from an unintentional injury over 231152 person-years of risk. There were inverse linear associations between childhood intelligence assessed at the ages of 7, 9, and 11 years and having had a hospital admission stemming from an unintentional injury (gender-adjusted hazard ratio [HR] for a 1-standard-deviation increase in intelligence test score at age 7 years = 0.75; 95% confidence interval [CI] = 0.70, 0.80). These associations were not markedly affected by adjustment for childhood socioeconomic status, maternal age or height, birthweight, or childhood growth. However, they were attenuated after adjustment for educational attainment (HR = 0.85; 95% CI = 0.78, 0.91).Conclusions. Childhood intelligence is related to hospital admissions for injuries in adulthood, and this relationship is partly explained by educational attainment. The association between childhood intelligence and injury may contribute to the association between childhood intelligence and premature mortality demonstrated in several studies.
AB - Objectives. We examined associations between childhood intelligence and hospital admissions for injuries in adulthood.Methods. Data were derived from a cohort study (= 11 103) involving individuals born in Aberdeen, Scotland, between 1950 and 1956.Results. Overall, 1043 cohort members had at least 1 hospital admission resulting from an unintentional injury over 231152 person-years of risk. There were inverse linear associations between childhood intelligence assessed at the ages of 7, 9, and 11 years and having had a hospital admission stemming from an unintentional injury (gender-adjusted hazard ratio [HR] for a 1-standard-deviation increase in intelligence test score at age 7 years = 0.75; 95% confidence interval [CI] = 0.70, 0.80). These associations were not markedly affected by adjustment for childhood socioeconomic status, maternal age or height, birthweight, or childhood growth. However, they were attenuated after adjustment for educational attainment (HR = 0.85; 95% CI = 0.78, 0.91).Conclusions. Childhood intelligence is related to hospital admissions for injuries in adulthood, and this relationship is partly explained by educational attainment. The association between childhood intelligence and injury may contribute to the association between childhood intelligence and premature mortality demonstrated in several studies.
KW - early-life
KW - mortality
KW - health
KW - IQ
U2 - 10.2105/AJPH.2005.080168
DO - 10.2105/AJPH.2005.080168
JO - American Journal of Public Health
JF - American Journal of Public Health


Meaning and definitions of manufacture, translation in Marathi language for manufacture with similar and opposite words. Also find spoken pronunciation of manufacture in Marathi and in English language.
What manufacture means in Marathi, manufacture meaning in Marathi, manufacture definition, examples and pronunciation of manufacture in Marathi language.


The Phone-a-Ride transportation program is a service offered to South Gate residents 62+ years old or disabled (proof of residency and disability required). Registration dates are the 1st through the 24th of every month. For a $10 annual fee, you are eligible to receive 26, 1-way trips per month for $1 per trip. Service is available for medical transportation and for local grocery trips in South Gate. Peak times are between 1:00 pm and 6:00 pm, please call at least 24 hours in advance to reserve a trip if you need to travel during these hours.
Participants may be accompanied by a care-giver. Phone-a-Ride is not intended for trips to work or school. Those enrolled in the Phone-a-Ride program receive free trips on the GATE bus system.
The Department of Transportation requires that the City of South Gate allow the reasonable modification or accommodation of our policies to accommodate the special needs of persons with disabilities in order to allow them to fully utilize our services. Whenever possible, a request for reasonable accommodation shall be filed in advance with the Transit Office at (323) 563-5754, or by E-mail, Transit@sogate.org.
Requests for reasonable modifications or accommodations will not be approved if a request would: fundamentally alter the nature of the service, program, or activity; create a direct threat to the health or safety of others; result in an undue financial and administrative burned; or the individual would still be able to fully use the services provided by the City of South Gate without the modification. Individuals with disabilities may file complaints regarding reasonable modifications or accommodation with the Transit Office at (323) 563-5754, or by E-mail, Transit@sogate.org.
All concerns and complaints regarding transportation service must be directed to the City of South Gate. An online version of the complaint form is available by clicking here. You may also file your complaint by contacting us at (323) 563-5754, or by e-mail, Transit@sogate.org. Be sure to provide as many details of the trip as possible, including, operator number, cab number, day and time of travel, phone number from which the trip was placed, and pick-up as well as drop-off addresses.
Supplemental rides may be requested for approved temporary additional medical trips. (subject to verification). Click here for additional ride request form.
What do I need to present in order to register?
What days can I register?
I just registered for the Phone-A-Ride program. When will I receive my card?
I am renewing my Phone-A-Ride service. Will I be receiving a new Phone-A-Ride card?
What can I do if my card is lost or stolen?


text:
Q: How to move through words and break on punctuation on terminal? I changed laptop and I cannot configure my Terminal the way it was.
I had this shortcut to delete words, and when deleting ab-cd.ef_gh, it would go ab-cd.ef_ then ab-cd. then ab- then nothing. So it would break on hyphens and on other such characters. But the behaviour now is to delete the full sequence ab-cd.ef_gh instead of doing it "one by one". How can I do that?

A: I found an answer on Super user
The issue was that Mac went from bash to zsh. There is nothing about a shortcut to "delete part of a word". The solution is to use the common "delete word" shortcut and define what a word is: bash defines a word to be a-zA-Z0-9 but not zsh which defines words as anything in between spaces (so ab.cd or /ef/gh/ij).
for the sake of completeness, add to your .zshrc:
autoload -U select-word-style
select-word-style bash


2018 Award to be for a dialect story.
'Da Wadder' is the theme for this year's Rhoda Bulter Award with folk being asked to submit short stories in the dialect for the annual competition. The serpentine and silver trophy is presented by the Bulter family to honour the memory of their mother Rhoda, one of Shetland's most significant dialect writers, equally skilled in poetry and prose, a fine storyteller and entertainer. The family choose a different theme and format each year, and judge the competition.
Stories have to be written in the Shetland dialect and must be no longer than 2500 words.
The winning story will be published in the New Shetlander.
For more information contact info@shetlanddialect.org.uk or get in touch with Mary Blance on 01595 694104.
For more information and comment – please contact John Bulter on 07747096976 or Mary Blance at 01595 694104 or 07831 817251.


Manjushri is the Wisdom Buddha. With wisdom we can easily solve all our problems and ultimately free ourself and others from suffering permanently. If we lack wisdom, however, we will make many mistakes that will cause hardship and pain. Therefore, wisdom is our real inner wealth.
Everyone is welcome to attend this blessing empowerment and retreat to make a strong connection with the Wisdom Buddha and experience how wisdom can solve our own and others problems.
9:00 – 10:00am: meditation with Kelsang Chogyop.
Gen Kelsang Choma is a senior Teacher and Buddhist nun with the New Kadampa Tradition of Modern Buddhism; she has studied extensively on the Teacher Training Program for over 25 years and is qualified to teach both Sutra and Tantra. She is the Resident Teacher at Kadampa Meditation Center San Francisco and is invited to teach nationally. People enjoy her teachings for their clarity and warmth.


Vertigo is a feeling of spinning or whirling when you are not moving. It can also be an exaggerated feeling of motion when your body is still. Vertigo is a symptom that can be caused by many different conditions. Vertigo is different from passing dizziness or lightheadedness.
Inner ear nerves and structures sense the position of your head and body in space. Vertigo is often caused by problems with these nerves and structures. Less commonly, it is due to problems in the brain.
Vertigo is a symptom that may be caused by many conditions. Having any of the conditions will make your more prone to having vertigo.
Vertigo is different than lightheadedness. With lightheadedness, there is no sensation of movement. People often feel lightheaded before they faint.
There are no current guidelines to prevent vertigo.
Chan Y. Differential diagnosis of dizziness. Curr Opin Otolaryngol Head Neck Surg. 2009;17(3):200-203.
Dizziness and vertigo. The Merck Manual Professional Edition. Available at: http://www.merckmanuals.com/professional/ear_nose_and_throat_disorders/approach_to_the_patient_with_ear_problems/dizziness_and_vertigo.html. Updated January 2009. Accessed April 25, 2013.
Dizziness—differential diagnosis. EBSCO DynaMed website. Available at: http://www.ebscohost.com/dynamed. Updated December 16, 2011. Accessed April 25, 2013.
Mukherjee A, Chatterjee SK, et al. Vertigo and dizziness-a clinical approach. J Assoc Physicians India. 2003;51:1095-1101.
Strategies for everyday living. Vestibular Disorders Association website. Available at: http://vestibular.org/living-vestibular-disorder/everyday-challenges. Accessed April 25, 2013.
7/2/2010 DynaMed's Systematic Literature Surveillance. http://www.ebscohost.com/dynamed: Oh HJ, Kim JS, et al. Predicting a successful treatment in posterior canal benign paroxysmal positional vertigo. Neurology. 2007;68:1219-1222.
9/10/2014 DynaMed's Systematic Literature Surveillance. http://www.ebscohost.com/dynamed: University of Texas at Austin School of Nursing, Family Practitioner Program. Evaluation of vertigo in the adult patient. Austin (Tx): University of Texas at Austin, School of Nursing; 2014 May. 19 p. Available at: http://www.guideline.gov/content.aspx?id=48220#Section427. Accessed September 10, 2014.


Operate on your specific capabilities to assist your entire group. If every participant testimonials specialist guidance, sport enjoy can increase greatly. Study on for some genuinely useful insights that will help you attain your targets.
In football constantly keep in mind that you happen to be part of a bigger crew. It is all about supporting every other. Do not hog the ball by striving to pretend that you are a great "football star." Support your crew so you can function with each other toward a get.
Understand to enjoy soccer with both of your ft, in purchase to improve your velocity and above all engage in. Most folks direct off with the foot they by natural means favor. If you can use both toes then you will be a significantly far more versatile participant.
Dance can help with your soccer expertise. Dance will assist increase your footwork. Improving your footwork aids immensely on the soccer discipline.
As opposed to the standard population, who strives to lower their human body excess weight, soccer players need bulk in purchase to be effective on the discipline. Although you require some bulk to your frame, you want to make positive that you are acquiring it by consuming accurately. They must stay away from harmful fat although increasing caloric intake. Include flax seed oil to shakes and other cold food items. Insert olive oil as a flavoring to very hot foods.
Proper approach is essential for catching footballs when it rains. Maintain from slipping by obtaining your feet pointed at the ball for the duration of the catch. That permits you to manage it when it arrives. You will also want to square your hips and chest more than the legs so they are all positioned the same. Area your palms in the direction of the entrance of the ball and off to the aspect.
The enthusiasm you have for soccer will be contagious to your staff mates. Then, they might do their possess analysis, and the total group will benefit. Apply the insights you have received below into your sport, and appreciate getting a outstanding participant.


Blended learning is a mixture of the physical and digital classrooms … for some classes, you need to be there, and for others you can be anywhere. Certain courses require in-person instruction and student participation. These help you develop certain "soft" skills that are in demand. On the other hand, there are courses that are more flexible and allow you to complete your studies through online methods.
Online learning is how we offer the course content. The where and when and is completely up to you. You're free to decide the way that you'd like to integrate the classroom into your life, whether you'd like to do the course work on lunch breaks, in bed, or on a picnic table on a leisurely Saturday afternoon. Simply download the course modules, and learn at your own pace. Remember, instructors are still available to help when you need it.
Online courses are delivered through an online learning management system (UM Learn).
How do I apply to a Certificate Program? How will I know I have been accepted?
To apply into a Certificate Program, fill out the Program Application Form.
Email, fax, mail, or submit the completed form in person. The Application fee for each program varies and is listed in the application forms.
Once your application and payment have been processed, your application will be submitted to the Student Advisor for approval. The Student Advisor will contact you to indicate whether your application has been approved or denied, or to let you know if any further documentation is required.
Your user Id will be your student number with two zeros (00) in front (i.e. 00#######).
If you are a current student, your password will be the same password you use for Aurora; if you have not yet accessed Aurora, your password will be set to your date of birth (yymmdd).
If you are a new student wishing to register for non-degree courses and have never applied to or attended the University of Manitoba, you will need to create a new account. This can be done in FlexReg during checkout after selecting your course(s).
Once you have logged in, you will have the option to browse by subject, or you can type a keyword into the search bar. For a detailed walk through visit the how to search for classes tutorial.
Students also have the option to download and submit a course registration form (PDF) by email, mail, fax or in person to 185 Extended Education Complex.
Students may register for courses as soon as registration for each term opens. It is best to register as early as possible in order to ensure space is still available in each course.
Do I have to be admitted to a Certificate Program to register for a course?
Students must meet the entry requirements for the program they want to transfer their credits into.
What is an UMNetID? How do I claim one?
Your UMNet ID will allow you to access your UofM email account, your UM Learn account (the university's learning management system), use University of Manitoba electronic library resources and access to Wi-Fi on campus. It is very important for new students to claim their UMNet ID as soon as possible, as the university will only correspond with you through your myumanitoba.ca email account.
To claim your UMNet ID, please visit signUM. Follow the onscreen instructions to create a new account (be sure to enter your date of birth in the format requested).
If you have forgotten your user ID, please contact Student and Instructor Services at +1 (204) 474-9921 or by email.
If you know your user ID but have forgotten your password, please select the "Forgot password" link underneath the login screen in the flexible registration system.
If you have already claimed your UMNet ID, you may also reset your password through Iridium by logging in and then following the onscreen instructions.
If you require further assistance or your password has been disabled and needs to be reset, please contact our student services team at +1 (204) 474-9921 or by email.
I tried to create an account in FlexReg, but the error message, "Your information is on file in whole or in part comes up." What does this mean?
If this message appears when you are trying to create an account, and you have never applied to or been admitted to the university of Manitoba, it may mean that an individual with the same or similar name already has an account. Each student may have only one student number, and to ascertain that you are not already in our system, we ask that you contact our office Student and Instructor Services by phone or email. We will be able to generate a student number for you, and send you a temporary password.
If you have applied to, or previously been admitted to the University of Manitoba, even if it was very long ago, you will still have a student number in our system. If you cannot remember this student number, you may contact Student and Instructor Services at +1 (204) 474-9921 or extended@umanitoba.ca.
As start dates vary in programs, the Voluntary Withdrawal deadlines may also vary by course.
Students will be refunded through the same method as their payment was received. Students who paid by cash will be issued a cheque. Processing times for refunds for payments made by cash or cheque may take up to 6 weeks.
Non-degree students may drop classes through FlexReg under the "My Registrations" tab. Select "drop" from the drop down menu that appears on the right hand side of the course from which you wish to withdraw. You may also submit a request to drop a course by sending us an email with your name, student number, and the course you would like to be withdrawn from to our student services team at extended@umanitoba.ca.
The VW and/or Refund Deadline has passed and I wish to withdraw. What can I do?
Non-degree students will have their fee refund considered at the same time as the Authorized withdrawal. There is no need for a second appeal following a successful first appeal.
If a student believes an error has been made in the assessment of a final grade in a non-degree course, an appeal of the assigned grade can be made. The first step is to speak with the instructor to determine if a satisfactory resolution can be found. If, after speaking with the instructor, the student still wishes to appeal the grade, a formal appeal may be made by submitting a Final Grade Appeal Form to our Student & Instructor Services office. A fee payment must accompany each form and will be refunded if the grade is changed. An appealed grade will never be lowered after the assessment of the appeal. The student will be contacted with the results of the appeal.
Final grades for all non-degree courses (where start dates began after March 31st 2014) can be found by visiting Aurora and selecting "enter secure area". You will be asked to log in with your User ID (this is your student number) and your password. Your password will be the same one you use to login to , our flexible registration system. If you have not accessed either site before, your password will be set to your date of birth (yymmdd).
Once you have logged in, select the Enrolment & Academic Records tab, and then select Student Records. From here you will be able to click the View Final Grades link, which will allow you to view your grades for any specific term., or you may view an unofficial transcript for your full academic history.
To access final grades or to request an unofficial transcript for non-degree courses which began prior to March 31st 2014, please contact our office at +1 (204) 474-9921 or extended@umanitoba.ca.
To view grades for assignments, quizzes, and mid-term exams, login to your UM Learn account. This site will require you to enter your UMNet ID and password. All of the information pertaining to your in-progress courses will be found here.
I am having issues submitting an assignment on UM Learn. Who do I contact?
Non-degree students who are having difficulty submitting an assignment on UM Learn should contact Student & Instructor Services at +1 (204) 474-9921 or extended@umanitoba.ca to be put in contact with their Course Administrator. Course Administrators have experience with the university's online learning management system and will be able to assist you.
How do I access my tax receipts (T2202A)?
Tax receipts for all degree courses and non-degree courses (where start dates began after March 31st 2014) can be found on Aurora under the Enrollment and Academic Records tab. Select "Canadian Tax Forms" and you will be able to view your tax receipts.
Any non-degree student who began their studies prior to March 31st 2014, may request their tax receipts by contacting Student & Instructor Services office at +1 (204) 474-9921 or extended@umanitoba.ca.
A "Hold Status" will prevent registration and may limit access to your student record. The details of the hold are displayed when you log in to FlexReg, our online registration system. To clear a hold, please contact the Faculty or department responsible for placing the hold on your account.
The most common holds are Financial Holds and are typically due to an outstanding payment. Once payment is received, either in the Cashiers office (138 University Centre) or our Student & Instructor Services office (185 Extended Education Complex), the hold will be removed within 24 hours.
If you have questions regarding your hold, please contact our office at +1 (204) 474-8800 or extended@umanitoba.ca and we will be able to direct you to the appropriate area.
All students must order their transcripts through the registrar's office, either online through Aurora or by filling out the form.
If all of your Certificate courses and/or individual Extended Education courses were taken after May 2014, please continue with the process outlined through Aurora.
There is a fee for each copy of a transcript. The transcript will include academic history from all levels of study.
I am currently an Undergraduate Student and wish to apply to a Certificate Program while I pursue my degree. Is this possible?
It is possible for a student to pursue both an undergraduate degree and a non-degree certificate at the same time. To do this, you will need to request a Concurrent Curriculum by submitting this form.
Please fill out the first page and submit both pages with your program application to our Student & Instructor Services office (185 Extended Education Complex or extended@umanitoba.ca). Once admission has been granted for the certificate program, Student & Instructor Services will forward this form to the appropriate Faculty Advisor for undergraduate approval. Please note that your Primary Curriculum will always be your degree program (i.e. Bachelor of Arts) and your secondary curriculum will always be your non-degree program (i.e. E-Learning Certificate).
All students who are registered in University of Manitoba courses are entitled to a student ID card at no extra charge. This ID card will allow you to access library resources, obtain a bus pass from the Answers Desk in University Centre at the discounted student rate, obtain a student priced gym membership, and to write your exams (all students must present valid Student ID upon entering the examination room). You will only be issued one student ID card at $0.00, even if your studies span multiple years.
*ID Centre location and hours differ during Fall Term New Student Orientation, and for the first week of Fall Term classes.
Saturday and Sunday: 12:00 p.m. to 4:00 p.m.
New students who are registered for courses starting in Fall term may receive their Student ID cards as early as July; new students registered for courses starting in Winter term may receive their Student ID cards as early as October; and new students who are registered for Spring/Summer term may receive their Student ID cards as early as February.
It will take 24 hours after registration for your information to appear in our Student ID centre database. For this reason, it is important for new students to wait until you have received your confirmation of registration email before you come to our office for your Student ID card.
Before the Student & Instructor Services office is able to issue a student card, students will be asked to show valid government issued photo ID (i.e. a driver's license or a passport). No other supporting documentation is required.
I lost my Student ID card. How do I get another one?
Students may obtain a replacement ID card for a fee by filling out a Replacement Student ID Card form at 185 Extended Education Complex. Students will be required to present government issued photo ID before a replacement student ID card can be produced.
If your ID card has been stolen and you have a police report number, our office will provide a replacement ID card at no charge.
If your ID card is damaged, you may receive a new card at no cost if you produce your original card.
My name has changed. How do I request this change to be reflected on my student record?
To request a name change, students must submit a Change of Name form with supporting documentation to the registrar's office.
I have taken all of the courses required for my program. How do I declare my intent to graduate?
To declare graduation, you must submit an Application for Graduation form to Student & Instructor Services or to your Student Advisor.
The deadline to declare your graduation date will be the end of the revision period for your last term. If you plan to graduate and have missed the deadline or if you need help declaring your grad date, please contact Student & Instructor Services for assistance.
The application deadlines and course completion dates will be outlined on each form.
How do I meet with a Student Advisor?
Non-degree students may meet with a Student Advisor/Program Administrator/Assistant. Contact Student & Instructor Services to make an appointment.
What happens when a course section is cancelled?
There are occasions due to low enrollment or unforeseen circumstances that a particular offered (sectioned) course is cancelled. If this occurs you will be informed by either the Student Advisor for your program area or Student & Instructor Services.
The program area will work with you to ensure that you are still on track and Student & Instructor Services will ensure that you are either fully refunded for that course costs or enrolled in the next sectioning of the course.
You may have an interest in the content of a specific course but are not requiring the credit or may not have the time to complete the required course work. You may choose to audit the course – if it is available to audit.
First speak with the Student Advisor of the course coming up to get their permission to do so. Once you have this in writing, then register for the course (Course-Registration-Form) and indicate that you wish to audit – submitting the form to Student & Instructor Services. The cost for auditing is found on the Fee Schedule.
Can I get an extension in order to complete my program/certificate?
There are times when the allotted period to complete your program is not enough time. If you require additional time to complete, write a letter, including the reason for your request, and submit it to the Student Advisor for your program/certificate.
Do remember that the final decision is the Student Advisors whether you are permitted the extension or not.
I missed the final exam. What are my options?
There are occasions where you can't make it to the final exam as scheduled. This may be due to medical, compassionate or religious reasons. Your applications Deferred-Exam-Form (PDF) must be filed within 48 hours of the date of the missed examination. A medical certificate or otherwise appropriate documentation may be required.
I will not be able to make the final exam. What are my options?
If you are registered in Continuing Education courses and know that you are unable to sit for the final exam during the period scheduled then you may make a request for another (alternate) sitting.
An additional cost will be levied as this will require the instructor to prepare a new exam for you.
Complete the Alternate-Exam-Form (PDF) and submit it to Student & Instructor Services together with your payment. Your Student Advisor will contact you to schedule a more appropriate time.
I was stopped from registering for a course.
Prerequisites: The course you selected has another course(s) which must be completed prior to this course. You may be permitted an override under some circumstances.
Capacity overrides: The course section has been set up to fit estimated enrollments and has been slotted into classrooms by the time you perform your selection. The count of current enrolled students appears on the selection windows. If the course you are requesting is full then you will be restricted from selecting it – select early to avoid this from happening. You may request that they override the capacity for you. Be prepared that this may not be possible though.
Repeating a course: Extended Education allows student to repeat a course. This restriction has been placed on the courses, though, to ensure that you speak with your Student Advisor prior to selecting. They will be able to remove this restriction for you.
Please note that the last grade will stand as their recorded grade.
Can I get some of any previous training and skill recognized?
As an adult education organization, Extended Education is committed to recognizing relevant prior learning gained outside of our programs.
Read this information carefully before completing the Request for Course Credit form (PDF). We recommend that you contact your Student Advisor before submitting the request for course credit.
Please note special arrangements for particular programs provided at the end of this section.
Review the credit types listed and determine which type is appropriate for your request. We recommend you contact your Student Advisor to discuss qualifications, required documentation and fees before submitting the credit form. You may also check the University of Manitoba's equivalency database to see whether we have reviewed your course already but for another individual.
Complete the Request Course Credit form (PDF) and submit it with the proper documentation as directed on the form. Once received, your request will be processed quickly. If a review is required, credit requests can take up to two months for processing.
Students may obtain credit for a maximum of 50% of courses or hours required to complete the program.
Students who have completed Extended Education courses that are used as required or elective courses in a certificate program may apply to have the courses transferred for credit into another certificate program. There is no fee to transfer Extended Education courses to other certificate programs. Unless stipulated in a program description, there is no limit on the number of times a course may be transferred to other certificate programs.
The course must be an approved Extended Education course.
The course must be listed as a required or elective course in the program(s) to which it is being transferred.
You must have achieved a grade of "C" or better (or a Pass where courses are evaluated on a Pass/Fail basis) in the course being transferred.
Typically the transfer course must have been completed within ten (10) years of the request for transfer. For courses taken as part of a completed Certificate Program, the graduation date is viewed as the completion date.
An exemption credit applies when you wish to receive credit for a required or elective course based on a course not listed in that Certificate Program. To qualify as an exemption, the alternative course must be closely equivalent in its objectives, content and scheduled classroom hours to the course it will replace. The alternative course may be an Extended Education course, offered elsewhere at the University of Manitoba, at another university, college or an approved provider of post-secondary education. Check out the equivalency database to see whether we have evaluated it previously.
A grade of "C" or better (a Pass when evaluated on Pass/Fail basis) is required in the alternative course.
Typically the course on which the exemption request is based must have been completed within ten (10) years of the request for credit. For courses taken as part of a completed certificate/degree program, the graduation date is viewed as the completion date.
Equivalency must be assessed by an Extended Education review.
A substitution applies when you wish to receive credit for a required or elective course in a Certificate Program based on an alternative course that teaches content related to the program's overall learning objectives, but the alternative is not equivalent to any course listed in the program. A course is accepted as a substitute credit in a particular program, based on that program's objectives. This means that a request to make the same substitution apply to another program may not be approved. Each substitution is considered on a program-by-program basis. You must contact your Academic Administrator for assistance in applying for a substitution.
The alternative course must meet the learning objectives of the program.
The alternative course may have been completed at the University of Manitoba, another university or college, or an approved provider of post-secondary education.
Typically the course on which the substitution request is based must have been completed within ten (10) years of the request for credit. For courses taken as part of a completed certificate/degree program, the graduation date is viewed as the completion date.
"Challenge for Credit" provides students with a means of obtaining academic credit in the University, not otherwise obtainable as a transfer of credit, for practical training and experience, and/or reading and study, previously completed. Students who have requested a challenge for credit may attend classes. Courses that have been previously taken at the University of Manitoba do qualify for challenge for credit.
To challenge a course for credit, students must provide a written request to the Extended Education. Challenge for credit is conditional upon a 100% final examination for each course that is being challenged. The ability to challenge a course for credit is dependent upon EE's ability to locate an instructor who is available to prepare and mark the challenge for credit examination.
Not all courses will qualify for challenge for credit. To determine challenge for credit eligibility, please contact the Student Advisor for the certificate program in which you are seeking credit.
If students fail a challenge for credit exam, or are not satisfied with their mark, they must submit a written request to the Academic Administrator, that the mark not be included in their student records. Students will not be able to challenge for credit the same course, at a later date.


This is interview seven of my traveling yoga teachers series. Each month I feature a traveling yogi who I meet along my travels.
Natalie Fox, Founder of YogaRama.
♦What type of yoga do you teach?
My skills, passion and experience allow me to deliver a mixture of Yin and Yang classes. I also trained in Quantum Yoga™ which involves Vinyasa sequencing based on the Ayurvedic Doshas. Surf focused yoga is something I am super excited about, and love exploring how the two are intrinsically connected as well as snowboard specific yoga which is something I would like to teach more of too.
♦What made you want to combine Surf and Yoga as a career and way of life?
To be honest, I didn't really choose it – it chose me! I realized the only thing that really, truly lit me up was surfing. So I became an instructor. I absolutely love the water, and simply wanted to spend more time in it. Teaching is so much fun, because sharing the surf stoke is what it's all about. Being exposed to travel and environmental issues through surfing led me to become a conservation activist. Yoga tied it all together because it not only offered a spiritual practice, but helped train my body and breath for surfing, and allowed me to develop a niche within the surf industry.
♦What is the day in the life of a traveling yogi like?
Well at the moment, I'm on a boat, which is great but there is a whole lot of travelling involved either way. You have to be on it. Know your route, where you're headed, make sure you've got all your equipment and there are plenty of snacks. You have to be able to sleep anywhere. And you have to find gratitude for the journey that you're on, because we are so lucky to be able to travel and see this incredible planet we live on.
♦What is something to be aware of as a traveler?
Travel with a purpose and set an intention or a goal before you go – whether it's to learn about different cultures, to feel the sand of distant land between your toes or to connect with like-minded souls.
♦What should a first time traveling yogi know about the professional yoga life?
The Internet is a valuable tool. Make a website and have an online presence that speaks volumes about who you are. I love my website www.ecoyogasurf.com and as my brand YogaRama grows, so too will the space to hold written content and inspiration for others. I also recommend www.yogatrade.com for finding awesome opportunities around the world and reading inspiring stories of yogis living the dream.
♦Where is your favorite place you've traveled to?
This is so hard! So far it has to be Pavones, Costa Rica. It's home to The Yoga Farm. A beautiful, permaculture community overlooking the Pacific. I also adored New Zealand, with a wealth of natural habitats, waterfalls, organic food, heaps of wildlife, epic and empty surf breaks and world class yoga; it is one of my top destinations for traveling yogis.
♦Tell me more about Women For Whales. How was this organization created? How has it impacted whales and the ocean community in general?
Unfortunately, there are many whales and dolphins that are still being impacted by humans – minke whales are the target of "scientific research" by the Japanese government within the Southern Ocean Sanctuary; the tiny maui dolphin is on the brink of extinction; pilot whales in The Faroes are being slaughtered as a traditional bloodsport and orca are turning up on our shores with bellies full on plastic. Not to mention the captivity trade which is still rife. In 2010 Women for Whales formed to take a stand at the 62nd International Whaling Commission meeting where the proposal to lift the ban on commercial whaling was thankfully voted out.
Since then I have been lucky enough to join campaigns with Surfers for Cetaceans and Sea Shepherd, and this year I have joined Whale and Dolphin Conservation's new campaign #notwhalefood to highlight the destruction marine plastics do to our cetaceans and why we should all say no to single use plastic – for whales. You can visit and join the mermaid pod – www.womenforwhales.org, and if this is something that inspires and fires you up. You can also find resources on how to live an ocean friendly life and support whales on a daily, small scale way.
♦Current favorite yoga pose or pose you're working on?
Handstand! I've been working on it for a year now and each time I get a millisecond more flight time. It's all down to practice!
♦What does your dream yoga position or career look like?
I would love to do more yoga training and expand more into mindfulness, somatic experiencing (working to help heal trauma) and anatomical focused teaching. I would love to have a yoga studio in the mountains one day to be able to live a sustainable and seasonal lifestyle. I think I've found it in a little village in North Cornwall, but I will let you know how it goes and just how long before that wanderlust gets the better of me!
Natalie is a traveling yoga instructor originally from Jersey, Channel Islands. She has been traveling and teaching for nearly ten years. She is currently teaching in Jersey, Channel Islands. You can check out her classes HERE. You can also contact her for all things travel, yoga, and surf HERE.
If you know of someone who you think would be a great fit to this series, send me an email. I would LOVE to hear from you!